Theory U: A promising journey to embracing unknown unknowns

By Vanesa Weyrauch

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Vanesa Weyrauch (biography)

How can we best live in a VUCA (volatile, uncertain, complex and ambiguous) world? How can we shift from a worldview that looks to predict and control what is to be done through plans and strategies to being present and flexible in order to respond effectively as unexpected changes take place? How can we be open to not knowing what will emerge and embrace uncertainty as the opportunity to co-create and learn?

One powerful and promising way forward is Theory U, a change methodology developed by Otto Scharmer and illustrated below. Scharmer introduced the concept of “presencing”—learning from the emerging future. The concept of “presencing” blends “sensing” (feeling the future possibility) and “presence” (the state of being in the present moment). It acknowledges that we don’t know the answers. Staying at the bottom of the U until the best potential future starts emerging requires embracing uncertainty as fertile soil.

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Using discomfort to prompt learning in collaborative teams

By Rebecca Freeth and Guido Caniglia

Image of Rebecca Freeth
Rebecca Freeth (biography)

We know that reflecting can make a marked difference to the quality of our collective endeavour. However, in the daily busyness of inter- and trans- disciplinary research collaborations, time for reflection slides away from us as more immediate tasks jostle for attention. What would help us put into regular practice what we know in theory about prioritising time to reflect and learn?

Image of Guido Caniglia
Guido Caniglia (biography)

Discomfort sometimes provides the necessary nudge in the ribs that reminds us to keep reflecting and learning. The discomfort of listening to the presentation of a colleague you like and respect, but having very little idea what they’re talking about. Or, worse, failing to see how their research will make a worthy contribution to the collective project. The discomfort when an intellectual debate with a colleague turns personal. The discomfort of watching project milestones loom, knowing you’re seriously behind schedule because others haven’t done what they said.

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Adaptive social learning for systemic leadership

By Catherine Hobbs

Catherine Hobbs (biography)

What’s involved in developing human capacity to address complexity, taking a mid- to longer-term viewpoint than is usual? How can we create the conditions in which people can cope with the daily challenges of living in a complex world and flourish? What form of leadership is required to inspire and catalyse this transformation?

Framework for adaptive social learning

The need for systems thinking is often referred to, but rarely considered, as a rich and comprehensive resource which could be developed further and applied.

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Improving transdisciplinary arts-science partnerships

By Tania Leimbach and Keith Armstrong

Tania Leimbach (biography)

Collaborations with scientists have become a major focal point for artists, with many scientists now appreciating the value of building working relationships with artists and projects often going far beyond illustration of scientific concepts to instead forge new collaborative frontiers. What is needed to better “enable” and “situate” arts–science partnerships and support mutual learning?

Our research looked at the facilitation of arts–science partnerships through the investigation of two unique collaborative projects, developed at two geographically distinct sites, initiated by artist Keith Armstrong. One was enacted with an independent arts organisation in regional Australia and the other at a university art gallery in Sydney, Australia.

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Skilful conversations for integration

By Rebecca Freeth and Liz Clarke

Rebecca Freeth (biography)

Interdisciplinary collaboration to tackle complex problems is challenging! In particular, interdisciplinary communication can be very difficult – how do we bridge the gulf of mutual incomprehension when we are working with people who think and talk so very differently from us? What skills are required when mutual incomprehension escalates into conflict, or thwarts decision making on important issues?

It is often at this point that collaborations lose momentum. In the absence of constructive or productive exchange, working relationships stagnate and people retreat to the places where they feel safest:

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Synthesis of knowledge about participatory modeling: How a group’s perceptions changed over time

By Rebecca Jordan

Rebecca Jordan (biography)

How do a group’s perceptions change over time, when members across a range of institutions are brought together at regular intervals to synthesize ideas? Synthesis centers have been established to catalyze more effective cross-disciplinary research on complex problems, as described in the blog post ‘Synthesis centers as critical research infrastructure‘, by Andrew Campbell.

I co-led a group synthesizing ideas about participatory modeling as one of the activities at the National Socio-Environmental Synthesis Center (SESYNC). We met in Annapolis, Maryland, USA, four times over three years for 3-4 days per meeting. Our task was to synthesize what is known about participatory modeling tools, processes, and outcomes, especially in environmental and natural resources management contexts.

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CoNavigator: Hands-on interdisciplinary problem solving

By Katrine Lindvig, Line Hillersdal and David Earle

How can we resolve the stark disparity between theoretical knowledge about interdisciplinary approaches and practical applications? How can we get from written guidelines to actual practices, especially taking into account the contextual nature of knowledge production; not least when the collaborating partners come from different disciplinary fields with diverse expectations and concerns?

For the past few years, we have been developing ways in which academic theory and physical interactions can be combined. The result is CoNavigator – a hands-on, 3-dimensional and gamified tool which can be used:

  • for learning purposes in educational settings
  • as a fast-tracking tool for interdisciplinary problem solving.

CoNavigator is a tool which allows groups to collaborate on a 3-dimensional visualisation of the interdisciplinary topography of a given field or theme. It addresses the contextual and local circumstances and the unique combinations of members in collaborative teams. CoNavigator is therefore short for both Context Navigation and Collaboration Navigation. The process of applying the tool takes around 3 hours.

Using CoNavigator

CoNavigator is composed of writable tiles and cubes to enable rapid, collaborative visualisation, as shown in the first figure below. The tactile nature of the tool is designed to encourage collaboration and negotiation over a series of defined steps.

Making the Tacit Visible and Tangible

Each participant makes a personal tool swatch. By explaining their skills to a person with a completely different background, the participant is forced to re-evaluate, re-formulate, and translate skills in a way that increases their own disciplinary awareness. Each competency that is identified is written onto a separate tool swatch.

katrine-lindvig
Katrine Lindvig (biography)

line-hillersdal
Line Hillersdal (biography)

david-earle
David Earle (biography)

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Three tasks for transdisciplinary bridge builders

By Roderick J. Lawrence

roderick-lawrence
Roderick J. Lawrence (biography)

Human groups and societies have built many kinds of bridges for centuries. Since the 19th century, engineers have designed complex physical structures that were intended to serve one or more purposes in precise situations. In essence, the construction of a bridge is meant to join two places together. What may appear as a mundane functional structure is built only after numerous decisions have been made about its appearance, cost, functions, location and structure. Will a bridge serve only as a link and passage, or will it serve other functions?

In discussing three things the transdisciplinary research community can do to build bridges, I use “building bridges” as a metaphor. I discuss a bridge as a human-made artefact that is attributed meaningful form. It is created intentionally for one or more purposes.

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Impacts of social learning in transformative research

By Flurina Schneider, Lara M. Lundsgaard-Hansen, Thoumthone Vongvisouk, and Julie G. Zähringer

flurina-schneider
Flurina Schneider (biography)

How can science truly support sustainability transformations?

In our research projects we often find that the very process of co-producing knowledge with stakeholders has transformative impacts. This requires careful design and implementation. Knowledge co-production in transdisciplinary and other research leads to social learning and can make a difference in the lives of those involved.

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Designing for impact in transdisciplinary research

By Cynthia Mitchell, Dena Fam and Dana Cordell

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Cynthia Mitchell (biography)

Starting with richly articulated pictures of where we would like to be at some defined point in the future has powerful consequences for any human endeavour. How can we use such “Outcome Spaces” to guide the conception, design, implementation, and evaluation of transdisciplinary research?

Our Outcome Spaces Framework (Mitchell et al., 2017) considers three essential impacts:

(1) improving the situation,
(2) generating relevant stocks and flows of knowledge, and
(3) mutual and transformational learning by the researcher/s and involved participants.

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Learning through modeling

By Kirsten Kainz

kirsten-kainz
Kirsten Kainz (biography)

How can co-creation communities use models – simple visual representations and/or sophisticated computer simulations – in ways that promote learning and improvement? Modeling techniques can serve to generate insights and correct misunderstandings. Are they equally as useful for fostering new learning and adaptation? Sterman (2006) argues that if new learning is to occur in complex systems then models must be subjected to testing. Model testing must, in turn, yield evidence that not only guides decision-making within the current model, but also feeds back evidence to improve existing models so that subsequent decisions can be based on new learning.

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Practicality In Complexity (reblogged)

Three points in this blog post by Nora Bateson resonate:

1. The idea of “catching the rhythm” of the “patterns of movement” in our constantly changing world.
2. More effectively taking context into account.
3. “We cannot know the systems, but we can know more. We cannot perfect the systems, but we can do better.”

The challenge is to develop methods and processes to better achieve these goals. (Reblogged by Gabriele Bammer)